Memory and Cognition

Memory and Memory and CognitionCognition

Topic: AttentionTopic: AttentionDr. Ellen CampanaDr. Ellen Campana

Arizona State UniversityArizona State University

AttentionAttention Selective Attention vs. Divided AttentionSelective Attention vs. Divided Attention Automatic Processes vs. Controlled Automatic Processes vs. Controlled

ProcessesProcesses High Cognitive Load vs. Low Cognitive LoadHigh Cognitive Load vs. Low Cognitive Load

Visual AttentionVisual Attention Exogenous vs. Endogenous Direction of Exogenous vs. Endogenous Direction of

AttentionAttention Overt Attention vs. Covert AttentionOvert Attention vs. Covert Attention

Overt: Bottom-up vs. Top-down controlOvert: Bottom-up vs. Top-down control Covert: Location-based vs. Object-basedCovert: Location-based vs. Object-based

Attention VocabularyAttention Vocabulary Selective Attention vs. Divided AttentionSelective Attention vs. Divided Attention Automatic Processes vs. Controlled Automatic Processes vs. Controlled





Selective Selective AttentionAttention

Part IPart I

Selective AttentionSelective Attention““Everyone knows what attention is. It is Everyone knows what attention is. It is

the taking possession by the mind, in the taking possession by the mind, in clear and vivid form, of one out of clear and vivid form, of one out of

what seem like several simultaneously what seem like several simultaneously possible objects or trains of thought… possible objects or trains of thought…

It implies withdrawal from some It implies withdrawal from some things in order to deal effectively with things in order to deal effectively with

others.”others.”- William James (1890)- William James (1890)

Selective AttentionSelective Attention Selective Attention:Selective Attention: The ability to The ability to

focus in on one message and ignore focus in on one message and ignore all othersall others

Attention is involved in many aspects Attention is involved in many aspects of cognitionof cognition PerceptionPerception MemoryMemory LanguageLanguage Problem-SolvingProblem-Solving

Dichotic ListeningDichotic ListeningBlah blah blah blah blah…

Blah blah blah blah blah…

Dichotic ListeningDichotic ListeningWhat does it feel like to shadow something??? What does it feel like to shadow something???

Say exactly what the speaker is saying as Say exactly what the speaker is saying as quickly as you can. Don’t wait for him to quickly as you can. Don’t wait for him to finish – start doing it while he is still talking.finish – start doing it while he is still talking.

Did you hear anything that was going on Did you hear anything that was going on around you while doing it? around you while doing it?

Attention Models / Attention Models / TheoriesTheories

Early Models of Selective AttentionEarly Models of Selective Attention Early Filter (Broadbent)Early Filter (Broadbent) Attenuator Model (Triesman)Attenuator Model (Triesman) Late Filter Late Filter

Load Model (Lavie)Load Model (Lavie)

Early Filter Model Early Filter Model (Broadbent)(Broadbent)

Dichotic Listening StudiesDichotic Listening Studies Cherry – participants could only report male / Cherry – participants could only report male /

female voice (nothing about meaning)female voice (nothing about meaning) Moray – participants failed to notice a word Moray – participants failed to notice a word

repeated 35 times in the unattended earrepeated 35 times in the unattended ear Interpretation: Attention acts as a filter or Interpretation: Attention acts as a filter or

bottleneckbottleneck Attended information gets throughAttended information gets through Unattended information does not get throughUnattended information does not get through

Early Filter Model Early Filter Model (Broadbent)(Broadbent)

SensoryMemory Filter Detector

Messages

To MemoryAttendedMessage

Information processing model from Information processing model from chapter 1chapter 1 Not physiologicalNot physiological

Attenuator Model Attenuator Model (Triesman)(Triesman)

Dichotic Listening StudiesDichotic Listening Studies Moray – participants heard their own Moray – participants heard their own

names in unattended ear (Cocktail party names in unattended ear (Cocktail party effect)effect)

Gray and Wedderburn – Dear Aunt JaneGray and Wedderburn – Dear Aunt Jane

Dichotic ListeningDichotic Listening9 Aunt 6Dear 7

Jane

Attended Ear orAttended Channel

(Shadowing)

Unattended Ear or Unattended Channel

(Ignoring)

Dear Aunt Jane


Dichotic Listening StudiesDichotic Listening Studies Moray – participants heard their own names Moray – participants heard their own names

in unattended ear (Cocktail party effect)in unattended ear (Cocktail party effect) Gray and Wedderburn – Dear Aunt JaneGray and Wedderburn – Dear Aunt Jane

Interpretation: Attention acts as a Interpretation: Attention acts as a “leaky filter”“leaky filter” Attended information is full strengthAttended information is full strength Unattended information is attenuated (not Unattended information is attenuated (not

blocked)blocked)

Attenuator Dictionary Unit

Unattended Message

Attended Message

Messages

To Memory

AttenuatorAttenuator Uses whatever aspects of the messages are Uses whatever aspects of the messages are

necessary in order to separate them necessary in order to separate them (surface characteristics + meaning)(surface characteristics + meaning)

Output = all messages, with the attended Output = all messages, with the attended message being strongest (unattended message being strongest (unattended messages attenuated)messages attenuated)


Attenuator Dictionary Unit

Unattended Message

Attended Message

Messages

To Memory

Dictionary UnitDictionary Unit Contains all words, with different Contains all words, with different

activation thresholdsactivation thresholds Common or important words have lower Common or important words have lower

thresholds so it doesn’t take much to thresholds so it doesn’t take much to recognize themrecognize them


START HERE START HERE ELLEN!ELLEN!

Late Filter ModelsLate Filter Models Dichotic Listening StudyDichotic Listening Study

McKay – Bank (River or Money)McKay – Bank (River or Money)

Dichotic ListeningDichotic ListeningRIVER

He threw stones at the bank.


(Shadowing)


(Ignoring)


Dichotic ListeningDichotic ListeningMONEY



(Shadowing)


(Ignoring)


Late Filter ModelsLate Filter ModelsUnattended ear: RIVER / MONEYUnattended ear: RIVER / MONEYShadowed: They were throwing stones at the Shadowed: They were throwing stones at the

bankbank..

Memory task (afterward)Memory task (afterward)They threw stones toward the side of the riverThey threw stones toward the side of the river

vs.vs.They threw stones at the savings and loan They threw stones at the savings and loan

association association

Late Filter ModelsLate Filter Models Dichotic Listening StudyDichotic Listening Study

McKay – Bank (River or Money)McKay – Bank (River or Money) Interpretation: Much more processing Interpretation: Much more processing

(for meaning) much be happening (for meaning) much be happening before the filterbefore the filter Whole class of models about different Whole class of models about different

mechanismsmechanisms Detail beyond scope of this classDetail beyond scope of this class Soon to end anywaySoon to end anyway

Attention Models / Attention Models / TheoriesTheories

Early Models of Selective AttentionEarly Models of Selective Attention Early Filter (Broadbent)Early Filter (Broadbent) Attenuator Model (Triesman)Attenuator Model (Triesman) Late Filter Late Filter

Load Model (Lavie)Load Model (Lavie)

Load-Dependent Load-Dependent Processing (Lavie)Processing (Lavie)

There was a lot of evidence for each type of There was a lot of evidence for each type of model, and no clear “winner”model, and no clear “winner”

Lavie made a critical observationLavie made a critical observation When tasks were difficult or stimuli were When tasks were difficult or stimuli were

complex, experiments supported the early filter complex, experiments supported the early filter modelmodel

When tasks were easy or stimuli were simple, When tasks were easy or stimuli were simple, experiments supported attenuator / late filter experiments supported attenuator / late filter modelsmodels

Interpretation: Attention is Load-dependentInterpretation: Attention is Load-dependent






Cognitive LoadCognitive Load Attention has Attention has limited capacitylimited capacity

High-load tasksHigh-load tasks use all resources, use all resources, leaving nothing for other tasksleaving nothing for other tasks

Low-load tasksLow-load tasks use fewer resources, use fewer resources, leaving some available for other thingsleaving some available for other things

One way to study attentional load is One way to study attentional load is by using a by using a flanker compatibility flanker compatibility tasktask

Flanker Compatibility Flanker Compatibility TaskTask

Participants have to look for a Participants have to look for a particular particular targettarget item within the item within the circles (say it’s a square)circles (say it’s a square) Push a key whenever you see a square Push a key whenever you see a square

within the circle areas, as quickly as within the circle areas, as quickly as possiblepossible

Ignore anything outside the circle areas Ignore anything outside the circle areas ((distractorsdistractors))

BUT keep eyes focused on the cross in the BUT keep eyes focused on the cross in the centercenter





Participants have to look for a particular Participants have to look for a particular targettarget item within the circles (say it’s a item within the circles (say it’s a square)square) Push a key whenever you see a square within the Push a key whenever you see a square within the

circle areas, as quickly as possiblecircle areas, as quickly as possible Ignore anything outside the circle areas Ignore anything outside the circle areas

((distractorsdistractors)) BUT keep eyes focused on the cross in the centerBUT keep eyes focused on the cross in the center

Compatible distractorsCompatible distractors: same as target: same as target Incompatible distractorsIncompatible distractors: different from : different from

targettarget


It took It took less timeless time for people to for people to correctly respond when there was a correctly respond when there was a compatible distractorcompatible distractor

What does that tell us about What does that tell us about model of attention?model of attention?

C = CompatibleI = Incompatible

LATEFILTER


That was the That was the low-load conditionlow-load condition, , because only one circle had an object because only one circle had an object in it that participants needed to in it that participants needed to compare against the targetcompare against the target

In the In the high-load conditionhigh-load condition, there , there are more objects that might be are more objects that might be targetstargets Task is harder, therefore consumes Task is harder, therefore consumes

more resourcesmore resources



Now people did NOT respond more Now people did NOT respond more quickly when there was a quickly when there was a compatible compatible distractordistractor

What does that tell us about model What does that tell us about model of attention?of attention?

C = CompatibleI = Incompatible

EARLYFILTER

Lessons from the Flanker Lessons from the Flanker TaskTask

Low load = late filter, High load = early Low load = late filter, High load = early filterfilter Just like Lavie’s theory predictsJust like Lavie’s theory predicts

When the task is easy, it becomes hard to When the task is easy, it becomes hard to ignore irrelevant informationignore irrelevant information Resources left over, so unattended info leaks in Resources left over, so unattended info leaks in

When the task is hard, it becomes easy to When the task is hard, it becomes easy to ignore irrelevant informationignore irrelevant information No resources left over, so unattended info does No resources left over, so unattended info does

not interferenot interfere

Reading and CoglabReading and Coglab Now pause the video and re-read Now pause the video and re-read

pages 82-91pages 82-91 in the book, from the in the book, from the start of the chapter to “Divided start of the chapter to “Divided Attention”Attention”

If you haven’t already done it, do the If you haven’t already done it, do the Stroop Experiment on CoglabStroop Experiment on Coglab

Divided AttentionDivided AttentionPart IIPart II






Divided AttentionDivided Attention Selective attention is the ability (or at Selective attention is the ability (or at

least intention) to attend to just one least intention) to attend to just one thing thing

Divided attentionDivided attention is the ability to pay is the ability to pay attention to multiple things at onceattention to multiple things at once Driving while talking, listening to music, Driving while talking, listening to music,

and thinking about what to do that dayand thinking about what to do that day Walking and chewing gumWalking and chewing gum

Depends on: Practice, Task Difficulty Depends on: Practice, Task Difficulty

Automatic ProcessingAutomatic Processing If you practice a task over and over it can If you practice a task over and over it can

become become automaticautomatic Can be done without intentionCan be done without intention Consume few resources Consume few resources

Can be combined with other tasks that do consume Can be combined with other tasks that do consume resourcesresources

Reading for comprehension and taking Reading for comprehension and taking dictation dictation Impossible at firstImpossible at first Could be done after 85 hours / 17 weeks of Could be done after 85 hours / 17 weeks of

practicepractice

The Stroop EffectThe Stroop Effect Name the colorsName the colors out loud as fast as out loud as fast as

you can, going from left to right you can, going from left to right

The Stroop EffectThe Stroop Effect

The Stroop EffectThe Stroop Effect

The Stroop EffectThe Stroop Effect Which case was faster?Which case was faster? Is naming colors automatic?Is naming colors automatic? How about reading? How about reading?

Automaticity & Automaticity & IntentionalityIntentionality

Schneider and Shiffrin (1977)Schneider and Shiffrin (1977) Consistent mapping conditionConsistent mapping condition

Targets = numbers, distractors = lettersTargets = numbers, distractors = letters Nothing both target and distractorNothing both target and distractor

INSERT VIDEOINSERT VIDEOConsistent Mapping Consistent Mapping

ConditionCondition



Targets = numbers, distractors = lettersTargets = numbers, distractors = letters Nothing both target and distractorNothing both target and distractor Became automatic (even with 4 in set)Became automatic (even with 4 in set)





Varied mapping conditionVaried mapping condition Targets = letters, distractors = lettersTargets = letters, distractors = letters Target in one trial could be distractor in the Target in one trial could be distractor in the

nextnext Never became automaticNever became automatic

INSERT VIDEOINSERT VIDEOVaried Mapping ConditionVaried Mapping Condition




Varied mapping conditionVaried mapping condition Targets = letters, distractors = lettersTargets = letters, distractors = letters Target in one trial could be distractor in the Target in one trial could be distractor in the

nextnext Never became automaticNever became automatic

Automaticity and Task Automaticity and Task DifficultyDifficulty


Knew targets ahead of time, targets stayed Knew targets ahead of time, targets stayed the samethe same

Varied mapping conditionVaried mapping condition Targets kept changing for every trialTargets kept changing for every trial

Automaticity and Task Automaticity and Task DifficultyDifficulty

Schneider and Shiffrin (1977)Schneider and Shiffrin (1977) Consistent mapping conditionConsistent mapping condition (from before) (from before)

Knew targets ahead of time, targets stayed the sameKnew targets ahead of time, targets stayed the same Varied mapping conditionVaried mapping condition

Targets kept changing for every trialTargets kept changing for every trial Varied mapping condition was too hard to Varied mapping condition was too hard to

become automaticbecome automatic Opposite of automatic… Opposite of automatic… controlled controlled

processingprocessing

HARDER

Inattention and DrivingInattention and Driving 100-car Naturalistic Driving Study100-car Naturalistic Driving Study

82 crashes, 771 near-crashes82 crashes, 771 near-crashes Recorded view out front & back, plus Recorded view out front & back, plus

what driver was doingwhat driver was doing For most of the accidents & near-For most of the accidents & near-

accidents the driver was inattentive just accidents the driver was inattentive just beforehandbeforehand

Toronto traffic studyToronto traffic study Cell phones increased crash risk by 4xCell phones increased crash risk by 4x No advantage for hands-free cell phoneNo advantage for hands-free cell phone

Inattention and DrivingInattention and Driving

What is happening here?What is happening here? Having a conversation uses cognitive Having a conversation uses cognitive

resources that could be used for drivingresources that could be used for driving

Simulation Simulation StudyStudy Missed more Missed more

red lights when red lights when talkingtalking

Took longer to Took longer to apply brakes apply brakes when talkingwhen talking

ReadingReading Now pause the video and re-read Now pause the video and re-read

pages 91-95pages 91-95 in the book, from in the book, from “Divided Attention” to “Attention “Divided Attention” to “Attention and Visual Perception”and Visual Perception”

Visual AttentionVisual AttentionPart IIIPart III






Visual AttentionVisual Attention There is a lot of research in the connection There is a lot of research in the connection

between vision and attentionbetween vision and attention Usually need vision in order to attendUsually need vision in order to attend Usually need attention in order to seeUsually need attention in order to see

Can be hard to think of as being separate!Can be hard to think of as being separate! Not aware of everything we don’t see.Not aware of everything we don’t see. Not aware of everything we don’t attend toNot aware of everything we don’t attend to

Demos: Missing things that are right in Demos: Missing things that are right in front of our eyes…front of our eyes…

INSERT VIDEOINSERT VIDEOMACKROCKMACKROCK

INSERT VIDEOINSERT VIDEOUmbrellaUmbrella

INSERT VIDEOINSERT VIDEOChange detectChange detect

INSERT VIDEOINSERT VIDEOChangeBlindDoorChangeBlindDoor

INSERT VIDEOINSERT VIDEOScene ContinuityScene Continuity

Direction of AttentionDirection of Attention Scary to think of how much you might be Scary to think of how much you might be

missing, isn’t it?missing, isn’t it? Not really as bad as it seems… these are Not really as bad as it seems… these are

experiments, after all. experiments, after all. Other things going on in the world that keep Other things going on in the world that keep

it from being a problemit from being a problem Did were you sometimes “in control” of Did were you sometimes “in control” of

your attention while other times you your attention while other times you found that it changed without you found that it changed without you wanting it to?wanting it to?






Direction of AttentionDirection of Attention EndogenousEndogenous control of attention control of attention

You are in control of how your attention flows You are in control of how your attention flows from one object to another (may miss unrelated from one object to another (may miss unrelated things)things)

““Endo” = Latin for “inside”Endo” = Latin for “inside” ExogenousExogenous control of attention control of attention

Attention can be drawn to things in environment Attention can be drawn to things in environment (surprising things, bright things, important (surprising things, bright things, important things, movements accompanied by sounds, things, movements accompanied by sounds, etc.)etc.)

““Exo” = Latin for “outside”Exo” = Latin for “outside”


pages 95-98pages 95-98 in the book, from in the book, from “Attention and Visual Perception” to “Attention and Visual Perception” to “Overt Attention: Attention by “Overt Attention: Attention by Moving our Eyes”Moving our Eyes”






Eye Movements and Eye Movements and AttentionAttention

We only see sharply and in color with the We only see sharply and in color with the foveafovea of our eye of our eye Fovea is a really tiny region in the very centerFovea is a really tiny region in the very center

Eyes move all the time in order to see the Eyes move all the time in order to see the world, most of the time “jumping” not world, most of the time “jumping” not “gliding” “gliding” FixationFixation – the eyes stay looking at the same – the eyes stay looking at the same

spot for about 1/3 of a secondspot for about 1/3 of a second Saccade Saccade – rapid movement of the eye from – rapid movement of the eye from

one place to anotherone place to another

Tracking Eye MovementsTracking Eye Movements

Eye Camera

Scene Camera

Fixation Position

Picture of an eyetracker

Eye MovementsEye Movements

What determines where an individual What determines where an individual fixations?fixations?






Where the Eyes MoveWhere the Eyes Move Determined by both bottom-up and Determined by both bottom-up and

top-down effects. Recall from before:top-down effects. Recall from before: Bottom-up:Bottom-up: driven by the data coming driven by the data coming

into the eyeinto the eye Top-down:Top-down: driven by our knowledge driven by our knowledge

Bottom-up effectsBottom-up effects Stimulus salienceStimulus salience – areas “stand out” – areas “stand out”

to our perceptual system because of to our perceptual system because of how they look… bright colors, high how they look… bright colors, high contrast, etc.contrast, etc.

SalienceSalience

SalienceSalience There are just a few facts associated There are just a few facts associated

with saliencewith salience A picture like we just saw is called a A picture like we just saw is called a

saliency mapsaliency map Used in experiments to make predictions about Used in experiments to make predictions about

where the eyes will gowhere the eyes will go If there’s a sudden change in saliency, the If there’s a sudden change in saliency, the

eyes (and attention) can be eyes (and attention) can be capturedcaptured Salience isn’t the only thing – there are Salience isn’t the only thing – there are

also top-down effectsalso top-down effects

Top-down Eye Movement Top-down Eye Movement ControlControl

Scenes with meaningful elementsScenes with meaningful elements fixate on those meaningful elementsfixate on those meaningful elements

Familiar scenesFamiliar scenes Fixations influenced by perceiver’s Fixations influenced by perceiver’s

scene schemascene schema (knowledge about what (knowledge about what is contained in those scenes)is contained in those scenes)

Task-dependant informationTask-dependant information WHY you’re looking determines where WHY you’re looking determines where

you lookyou look

Meaningful Elements Meaningful Elements and Scene Schemasand Scene Schemas

Fixate on people because they’re Fixate on people because they’re meaningfulmeaningful

Fixate on chair because it helps Fixate on chair because it helps figure out what the room is (which figure out what the room is (which Scene Schema)Scene Schema)

Task Dependancy Task Dependancy (Yarbus, 1967)(Yarbus, 1967)

Different eye Different eye movement movement patterns when patterns when people were people were asked to do asked to do different tasksdifferent tasks

Eye MovementsEye Movements http://viperlib.york.ac.uk/ (keyword: eye movements or (keyword: eye movements or

hayhoe)hayhoe)

http://viperlib.york.ac.uk/






Attention Without FixationAttention Without FixationPosner & Coworkers (1980)Posner & Coworkers (1980)


Cue MatchesTarget Location(lots of these)

Cue MismatchesTarget Location(few of these)

FASTER

People were faster at detecting the People were faster at detecting the lights when the lights when the cueingcueing matched the matched the targettarget True even though their eyes were True even though their eyes were

always fixated on the squarealways fixated on the square People must have been attending to People must have been attending to

the location indicated by the cue, the location indicated by the cue, even without fixating thereeven without fixating there


Object-based Visual Object-based Visual AttentionAttention

We have just seen how attention can be We have just seen how attention can be directed to particular areas in space (with directed to particular areas in space (with or without fixation to that area)or without fixation to that area) Called Called location-based attentionlocation-based attention Like a Like a spotlightspotlight that shines on a particular that shines on a particular

areaarea Contrasted with Contrasted with object-based attention object-based attention

In In static scenesstatic scenes attention can be to an object attention can be to an object In In dynamic environmentsdynamic environments attention locks on attention locks on

to particular objects and follows them as they to particular objects and follows them as they movemove






Object-Based Attention Object-Based Attention Egly & Coworkers (1994)Egly & Coworkers (1994)

FASTER


FASTER


Flash that occurred on the same object Flash that occurred on the same object was faster than the on that occurred on was faster than the on that occurred on the other objectthe other object True despite the fact that both flashes were True despite the fact that both flashes were

the same distance from the cued locationthe same distance from the cued location True even when an occluder appeared in True even when an occluder appeared in

front of the objectsfront of the objects Evidence that aspects of attention are Evidence that aspects of attention are

object-based, even for stationary objects.object-based, even for stationary objects.

Object-based AttentionObject-based AttentionHemineglect House vs Hemineglect House vs

Normal HouseNormal House

Object-based AttentionObject-based Attention

YES

NO

Object-based AttentionObject-based Attention

YES


pages 98-104pages 98-104 in the book, from in the book, from “Overt Attention: Attention by “Overt Attention: Attention by Moving our Eyes” to “Feature Moving our Eyes” to “Feature Integration Theory”Integration Theory”

Feature Integration Feature Integration TheoryTheory

Two stages of the visual processTwo stages of the visual process Preattentive StagePreattentive Stage

Automatic, effortless, unconsciousAutomatic, effortless, unconscious Objects analyzed into independent featuresObjects analyzed into independent features

Focused Attention StageFocused Attention Stage Requires attention by the perceiverRequires attention by the perceiver Features combine to form perception of whole Features combine to form perception of whole

objectobject EvidenceEvidence

Pop-outPop-out effect and effect and Illusory Conjunction Illusory Conjunction studiesstudies

Balint’s SyndromeBalint’s Syndrome

Evidence for Features: Evidence for Features: PopoutPopout

Yell “me” when you ……Yell “me” when you ……

See the TILTED LINE




See the VERTICAL LINE




See the CLOSED CIRCLE




See the CIRCLE WITH A GAP


PopoutPopoutTilted line among horizontal linesTilted line among horizontal lines

Vs.Vs.Horizontal line among tilted linesHorizontal line among tilted lines

Circle with gap among closed Circle with gap among closed circlescirclesVs.Vs.

Closed circle among circles with Closed circle among circles with gapsgaps

Easier

Easier

Visual Search TimesVisual Search Times

Number of distractors

Time to Respond

POP!

Conclusions of Popout Conclusions of Popout StudiesStudies

Tilted line is a feature (vertical line Tilted line is a feature (vertical line is not)is not)

Gap is a feature (closed shape is not) Gap is a feature (closed shape is not)

Illusory ConjuctionsIllusory Conjuctions

5 2

Illusory ConjunctionsIllusory Conjunctions Green Triangle? Red Triangle? Red Green Triangle? Red Triangle? Red

Circle? Black Circle?Circle? Black Circle? People misremember People misremember

Shapes and color features combined Shapes and color features combined wrongwrong

Effect goes away when ppl focus on Effect goes away when ppl focus on shapesshapes

Effect goes away when shapes are Effect goes away when shapes are meaningfulmeaningful

Illusory ConjuctionsIllusory Conjuctions

9 3

Illusory ConjunctionsIllusory Conjunctions Green Triangle? Red Triangle? Red Circle? Green Triangle? Red Triangle? Red Circle?

Black Circle?Black Circle? People misremember People misremember

Shapes and color features combined wrongShapes and color features combined wrong Effect goes away when ppl focus on shapesEffect goes away when ppl focus on shapes Effect goes away when shapes are meaningfulEffect goes away when shapes are meaningful

Balint’s syndromeBalint’s syndrome (parietal lobe damage) (parietal lobe damage) Inability to focus attention on objects Inability to focus attention on objects See illusory conjunctions even with lots of timeSee illusory conjunctions even with lots of time


pages 104-106pages 104-106 in the book, from in the book, from “Feature Integration Theory” to “Feature Integration Theory” to “The Physiology of Attention”“The Physiology of Attention”

Physiology of Physiology of AttentionAttention

Part IVPart IV

Attention Without FixationAttention Without FixationColby & Coworkers (1995)Colby & Coworkers (1995)

FIXATE

Fixation Condition: Fixate on the fixation light, release bar whenever fixation light dims

IGNORE

RELEASE BAR

WHEN DIM


FIXATE

Fixation Condition: Fixate on the fixation light, release bar whenever fixation light dims

Fixation And Attentin Condition: Fixate on the fixation light, release bar whenever peripheral light dims

RELEASE BAR

WHEN DIM


Monkeys could learn to do both tasksMonkeys could learn to do both tasks That in and of itself shows that attention That in and of itself shows that attention

and vision are not quite the same thingand vision are not quite the same thing Cell in parietal cortex fired in response Cell in parietal cortex fired in response

to the peripheral light to the peripheral light Fired MORE in the fixation and attention Fired MORE in the fixation and attention

condition, even though the image on the condition, even though the image on the retina was exactly the sameretina was exactly the same


pages 106-108 pages 106-108 in the book, from in the book, from “The Physiology of Attention” to “The Physiology of Attention” to “Something to Consider”“Something to Consider”

Attention and Attention and AutismAutism

Part VPart V

Autism and AttentionAutism and Attention Autism – developmental disorder that Autism – developmental disorder that

includes withdrawal of contact from other includes withdrawal of contact from other peoplepeople Difficulty understanding social cues, non-verbal Difficulty understanding social cues, non-verbal

communication, emotions of otherscommunication, emotions of others Often normal (or even above average) IQ, Often normal (or even above average) IQ,

though language ability is often impairedthough language ability is often impaired Klim & Coworkers (2003) – individuals with Klim & Coworkers (2003) – individuals with

autism can reason about social situations autism can reason about social situations but not understand them in day-to-day lifebut not understand them in day-to-day life

Autism and AttentionAutism and AttentionKlim & Coworkers (2003)Klim & Coworkers (2003)

Video – Who’s Afraid of Virginia Woolf? Video – Who’s Afraid of Virginia Woolf? Emotional scene, after a character breaks a Emotional scene, after a character breaks a

bottlebottle Nonautistics focus on eyes to get emotional Nonautistics focus on eyes to get emotional

reaction (white in book)reaction (white in book) Autistics look off to the side (black in book)Autistics look off to the side (black in book)

Character pointing across the roomCharacter pointing across the room Nonautistics follow the gesture to see target, then Nonautistics follow the gesture to see target, then

face of another characterface of another character Autistics look at things unrelated to the social eventAutistics look at things unrelated to the social event

Ppl with autism don’t attend to social cuesPpl with autism don’t attend to social cues

Autism and AttentionAutism and Attention Does inattention to social cues “cause” Does inattention to social cues “cause”

the social deficits? NO, but they the social deficits? NO, but they contributecontribute

Feedback loopFeedback loop Negative emotions influence eye-movements Negative emotions influence eye-movements

& attention& attention Eye-movement & attention differences Eye-movement & attention differences

influence how well they understandinfluence how well they understand How well they understand influences how How well they understand influences how

well the perform well the perform

Autism and AttentionAutism and Attention There might be other things going There might be other things going

on, too. on, too. Silverman & Coworkers (including Silverman & Coworkers (including

Campana) – individuals with autism Campana) – individuals with autism have difficulty putting together verbal have difficulty putting together verbal and nonverbal information even when and nonverbal information even when they see and hear all of itthey see and hear all of it


the remainder of the chapter.the remainder of the chapter.

THE ENDTHE END

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Memory and Cognition